Research On The Effective Strategy Of The Creation Of Problem Situation Of The Junior Middle School Mathematics

Mathematical problems that arise from mathematics situations play an important role in mathematics teaching,and the effectiveness of mathematical situations affects the quality of mathematics teaching directly.In the teaching process,the appropriate and effective problem situation has a far-reaching impact on students’ mathematical literacy.The mathematical literacy advocated by PISA pays great attention to the relationship between the mathematical problem situation and the real life.It can cultivate students to find a problem-solving strategy in various life situations.Therefore,under the idea of the mathematical literacy,it is necessary to study the effectiveness of the creation of mathematical problem situations in junior high school.This paper first introduces the research background,purpose and significance of the subject,and defines the core concepts of the mathematical literacy and the mathematical problem situation advocated by PISA.Besides,the main research problems are proposed and the research ideas and methods are ensured in this paper.Secondly,the research status at home and abroad is analyzed and remarked deeply,and this study is conducted based on three theories which are the concept of mathematical literacy,the situational cognition and learning theories and the constructivist learning advocated by PISA,and then the principle of creating an effective problem situation is presented.Thirdly,the level structure model of mathematical problem situation is constructed that improve the analysis model proposed by Yeping Li,Stigler and Jiansheng Bao.And,six-type three-dimension level structure model is developed,which divides the situation into six types that are no situation,personal situation,education situation,professional situation,public situation and scientific situation.At the same time,each type of situation contains three characteristics,namely mathematical characteristics,contextual characteristics and task characteristics,and each characteristic is divided into several levels.Finally,this paper designs questionnaires for students and conducts statistical analysis,and divides mathematics in junior high school into three modules: number and algebra,graphics and geometry,statistics and probability.In each module,different problem situations are created which are analyzed and discussed using the level structure of mathematical problem situation.In addition,an independent sample t test on classroom observation scores and test scores are conducted using SPSS17.0,and the effectiveness of different problem situations is analyzed.Through the above analysis to draw conclusions: 1.In the classroom teaching process,teachers create different problem situations and achieve different teaching effects,and creating students’ interest and lifelike situation is conducive to the cultivation of students’ mathematical literacy.2.The creation of mathematical problem situations should focus more on "personal situations" and "public situations" and on improving the level of their situations,in order to better cultivate students’ ability that they apply knowledge and skills to solve actual problems.3.This paper finally summarizes the effective strategies for creating "personal situations" and "public situations",hoping these can provide some reference for education researchers at large.